Anatomy Lesson Research Articles

Sickbed Reading: Intertextual Echoes in The Anatomy Lesson by Philip Roth (1983)

Cet article porte sur les usages de la lecture et des textes littéraires dans La Leçon d’anatomie de Philip Roth (1983) : l’interprétation des échos intertextuels entend être ici étroitement articulée à l’étude du portrait de l’artiste en lecteur dans la diégèse romanesque. Écrivain malade, souffrant d’une douleur chronique à la nuque et d’un manque tout aussi chronique d’inspiration, le Zuckerman de La Leçon d’anatomie se tourne vers la lecture de textes sur la maladie, le mal et la souffrance, qui se révèlent être des remèdes inadaptés mais de bons révélateurs du rapport irrévérencieux qu’entretient le texte de Roth au canon de la littérature européenne. Cet article s’efforcera de cerner plus précisément la nature de cette irrévérence littéraire, en montrant comment l’incorporation d’une influence suppose chez Roth une forme de destruction partielle à travers la transformation parodique ou burlesque. Nous tenterons néanmoins de montrer que la dynamique irrévérencieuse de l’écriture n’empêche pas une forme de sacralisation attachée à certaines zones de texte et d’expérience.

The POCUS Lesson of Professor Tulp

An homage to Rembrandt’s “The Anatomy Lesson of Dr. Nicolaes Tulp” for the modern physician (Acrylic on canvas).

From the anatomical teaching dissection to tuition at the bedside-A historical appraisal

Zu allen Zeiten waren die Anatomen bemüht, der Medizin wissenschaftliche Grundlagen zu vermitteln. Der Anatom hat den toten Körper zergliedert, um damit den Lebenden zu dienen. Das Verständnis physiologischer und pathophysiologischer Prozesse setzt die Kenntnis der Anatomie voraus. Im Corpus Hippocraticum findet man keinen sicheren Hinweis auf die Durchführung menschlicher Sektionen. In Alexandria wurde um 300 vor Christus zum ersten Mal Anatomie an der menschlichen Leiche gelehrt. Mehr als 1300 Jahre standen die Anatomie und die Heilkunde dann unter dem Einfluss des Galen von Pergamon (131–201 n. Chr.). Der Italiener Mondino dei Luzzi (1275–1326) war der Erste, der den systematischen Anatomieunterricht unter regelmäßiger Einbeziehung von Lehrsektionen in den Lehrbetrieb in Bologna eingeführt hat. Andreas Vesalius (1514–1564) aus Belgien hat in der Neuzeit die wissenschaftlich fundierte Humananatomie begründet und viele Fehler der von Galen tradierten Ansichten der Anatomie korrigiert. Im 17. und 18. Jahrhundert waren die niederländischen Universitäten, allen voran die Universität in Leiden, führend im Hinblick auf die klinische und praktische Studentenausbildung.

The anatomy lesson of the SARS-CoV-2 pandemic: irreplaceable tradition (cadaver work) and new didactics of digital technology

AimTo compare the efficacy of different components of online and contact anatomy classes as perceived by medical students.MethodsAn anonymous course evaluation survey was conducted at the end of the academic year 2019/2020. The organization of classes due to the SARS-CoV-2 pandemic provided our students with a unique opportunity to compare online and contact classes. Students’ responses were analyzed according to the type of obtained data (ratio, ordinal, and categorical).ResultsThe response rate was 95.58%. Approximately 90% of students found anatomical dissection and practical work in general to be the most important aspect of teaching, which could not be replaced by online learning. During online classes, students missed the most the interaction with other students, followed by the interaction with student teaching assistants and teaching staff. Very few students found contact lectures useful, with most students reporting that they could be replaced with recorded video lectures. In contrast, recorded video lectures were perceived as extremely helpful for studying. Regular weekly quizzes were essential during online classes as they gave students adequate feedback and guided their learning process. Students greatly benefitted from additional course materials and interactive lessons, which were made easily available via e-learning platform.ConclusionsAnatomical dissection and interaction during contact classes remain the most important aspects of teaching anatomy. However, online teaching increases learning efficiency by allowing alternative learning strategies and by substituting certain components of contact classes, thus freeing up more time for practical work.

An Ambivalent Nemesis: Philip Roth, Commentary, and the American Jewish Intellectual

The Anatomy Lesson (1983) features Philip Roth’s most extensive fictional treatment of Commentary, the magazine of Jewish affairs founded in 1945 and patronized by the American Jewish Committee. Before Roth’s apparent break with Commentary in the wake of Irving Howe’s and Norman Podhoretz’s one-two punch to his career in the December 1972 issue, the magazine was part of Roth’s emerging sense of a distinctly American Jewish intellectual identity while helping him separate from what he perceived to be his own limiting origins. A reconsideration of Roth’s dealings with the magazine complicates the sharp distinction often made between Commentary’s sometimes romanticized history as a bastion of postwar, left liberalism in the 1940s and 1950s, on the one hand, and its more familiar iteration as a flagship publication of neoconservatism in the 1970s and 1980s, on the other. Turning to Roth’s fiction as an additional source of insight yields an aesthetic theory of fiction as a space for an analytical encounter with ambivalence.

Центральноєвропейський літературний космо-політизм: “Енциклопедія мертвих” Данила Кіша та “Музей безумовної капітуляції” Дубравки Уґрешич

Background: This work compares the story Encyclopedia of the Dead by Danilo Kiš and novel The Museum of Unconditional Surrender by Dubravka Ugrešić which were written outside the homeland of their authors. It is used the definition of the literary cosmopolitanism as a kind of cultural cosmopolitanism which is characterized raising the issue of identity of heroes in the perspective of world citizenship, often depicting the coexistence of different identities without the specifying a national one. The article studies the influence of Kiš's poetics on Ugrešić's poetics, intertextual relations in the mentioned works. Purpose: The similarity at the level of motives, symbols, worldviews, structure, genre features, artistic techniques as main characteristics of the literary cosmopolitanism is studied in this article. Results: The Central European literary cosmopolitanism in the works by Kiš and Ugrešić is reflected in narration, images and symbols, motives, quotations of the other texts with the similar, cosmopolitan themes. Here the authors set the task of preserving and reconstructing the past by the various "reservoirs of memory" such as memories, photographs, artifacts, customs. The topic of freedom is extremely relevant as a fundamental one for totalitarian and post-totalitarian societies, which is manifested here either through the censorship of memory, or through the fantastic visions of freedom from censorship. Keywords: museum, encyclopedia, library, memory, cosmopolitanism. Assman, A., 2012. Spaces of memory. Forms and transformations of cultural memory. Kyiv: Nika-Tsentr. (In Ukrainian) Birth Certificate, 2021. [online] Cornell University Press. Avialable at: https://www.cornellpress.cornell.edu/book/9780801448881/birth-certificate/ [Accessed September, 6, 2021] (In English) Gvozden, V., 2002. Danilo Kiš as a Central European writer: contribution to writing and reading identity. In: B. Zieliński, ed. National and Supranational model of culture: Central Europe and the Balkan Peninsula. Poznań: Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza, s.83–94. (In Polish) Kiš, D., 1979. The Anatomy Lesson. Beolgrade: Nolit. (In Serbian) Kiš, D., 2008. The Book of the Love and Death. L’viv: LA “Piramida”. (In Ukrainian) Kosmos, І., 2015. Mapping of Exile in the Works of Post-Yugoslav Authors. PhD thesis. University of Zagreb. Zagreb, Croatia. (In Croatian) Miedzielski, E., 2014. Unity in difference, differences in unity. Mapping the cultural space of contemporary Croatia on the basis of Croatian prose from the pre-millennium. Poznań: Nauka i innowacje. (In Polish) Milutinović, Z., 2014. Territorial Trap: Danilo Kiš, Cultural Geography and Geopolitical Imagination. East European Politics and Societies, 28, 4 (2014), pp.715–738. (In English) Nedeljković, M., 2016. Kiš's vigilance: ethics as aesthetics in the prose of Danilo Kiš. PhD thesis. University of Westminster. London, United Kingdom. (In English) Pantić, M., 2002. The variations on a theme „Danilo Kiš and Central Europe“. In: B. Zieliński, ed. National and Supranational model of culture: Central Europe and the Balkan Peninsula. Poznań: Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza, pp.77–82. (In Polish) Richter, A., 2002. The Central Europe with Danil Kiš. In: B. Zieliński, ed. National and Supranational model of culture: Central Europe and the Balkan Peninsula. Poznań: Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza, pp.95–101. (In Polish) The Conversation of Iurii Andrukhovych with Dubravka Ugrešić about the experience of the land that runs away from under your feet, 2021 [online]. Chytomo. Avialable at: https://chytomo.com/rozmova-iuriia-andrukhovycha-z-dubravkoiu-ugreshych-pro-dosvid-zemli-shcho-vtikaie-z-pid-nih/?fbclid=IwAR1OQgoqcQQ9-xSbn6dvwO0UX6Oc_p0U2k-wWnqTWB3nlZHR-TmLIqaJ8Mo [Accessed in June, 1, 2018] (In Ukrainian) Thompson, M., 2014. Birth Certificate. Belgrade: Clio, pp.475–477. (In Serbian) Ugrešić, D., 2020. The Museum of Unconditional Surrender. Chernivtsi: Knyhy XXI. (In Ukrainian) Vanuska, K., 2009. Citizen of Literature: Dubravka Ugrešić. The Quaterly Conversation, 17, 2009. [online] Dubravka Ugrešić. Avialable at: https://www.dubravkaugresic.com/ writings/wp-content/uploads/2020/11/Karen-VanushkaThe-Quaterly-Conversation.pdf [Accessed September, 6, 2021] (In English) Veličković, V., 2015. “Justabit-Racist”: Dubravka Ugrešić. Cosmopolitanism and the Post-Yugoslav Condition. In: L. Platt and S. Upstone, ed. Postmodern Literature and Race. Cambridge: Cambridge University Press, pp.145–159. (In English) Veličković, V., 2019. Eastern Europe and Race: Cosmopolitanism and the Post-Yugoslav Condition in Dubravka Ugrešić’s Essays. In: Veličković, V. Eastern Europeans in Contemporary Literature and Culture. London: Palgrave Macmillan, pp.167–186. (In English) Vervaet, S., 2016. Ugrešić, Hemon and the Paradoxes of Literary Cosmopolitanism: Or How to “World” (Post-) Yugoslav Literature in the Age of Globalization. In: A. Marčetić, Z. Bečanović-Nikolić and V. Elez, eds. Encompassing Comparative Literature: Theory, Interpretation, Perspectives. Belgrade: Faculty of Philology, University of Belgrade, pp.161–169. (In English)

ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ НА ЗАНЯТТЯХ АНАТОМІЇ В КОНТЕКСТІ ВИМОГ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

The main goal of the New Ukrainian School is to create proper conditions for children to study at school, a favorable atmosphere, to organize interesting and meaningful educational activities, to make the learning process exciting and desirable. That is why every biology teacher should change the approaches to teaching his subject, use such forms and methods of teaching that each participant of the educational process goes from memorizing facts and material to acquiring key competencies. Much attention is paid to the methodological training of future biology teachers. The article summarizes the results of research on the introduction of modern technologies for the training of future biology teachers in anatomy lessons in accordance with the requirements of the New Ukrainian School. Key words: New ukrainian school, key competencies, methodological training, modern technologies, biology teachers.

Integrating of Anatomy and Physiology courses in basic medical sciences (case study in Mashhad Faculty of Medicine)

Background: The aim of this study is to organize the educational materials of basic medical sciences by integrating anatomy and physiology courses in Mashhad University of Medical Sciences. Methods: This is a descriptive cross-sectional study focusing on the views of professors and students of the basic medical sciences in February 2018 and September 2018 in Mashhad University of Medical Sciences, on the presentation of anatomy and physiology courses in the form of system organ and integration. 241 students, who passed their lessons as Integrated, were selected by simple random sampling method. The study instrument was a researcher-made questionnaire that its face validity has been used for validity. Results: The average of the professors' opinions about integrated teaching indicated that according to the sign test, which is related to non-parametric statistics, the median of 2.893 with a standard deviation of 0.52 was obtained, so the results of the professors' views were significantly higher than the median score. Also, according to the results of students, the statistical number of T was 5.287 and the significance level was assigned less than 0.05. Conclusion: Overall, according to opinions of professors and students of Mashhad University of Medical Sciences, it can be said that their satisfaction with the integration of basic medical sciences lessons in anatomy and physiology is above average.

Lições de anatomia

As duas pinturas de Rembrandt van Rijn (1606-1669) nas quais o artista holandês retrata lições de anatomia em 1632 e 1656 revelam limitações que a leitura de uma obra de arte pode impor ao olhar contemporâneo se nos ativermos apenas ao universo de nossa subjetividade, ignorando o panorama histórico no qual tais representações foram criadas. A partir dessa constatação aparentemente óbvia, o presente trabalho pretende apontar os parâmetros clássicos que determinaram a longa tradição das práticas anatômicas e alguns de seus desdobramentos contemporâneos, com especial enfoque nos trabalhos do polêmico artista, ou seria melhor dizer, médico e anatomista alemão Gunther Von Hagens. Como no Atlas Mnemosyne, de Aby Warburg, a associação de imagens estrutura o eixo das reflexões.

Assessment of Mixed-Reality Technology Use in Remote Online Anatomy Education

This survey study uses survey responses from first-year medical students to evaluate the initial experience of an anatomy lesson delivered remotely using teleconferencing and mixed-reality technology.

The Analysis of the Anatomy Lesson of Dr. Nicolaes Tulp Based on Peirce Semiotics Approach

Anlam kavramı her oluşumun içerisinde bulunmaktadır. Anlam kişiden kişiye göre değişim göstermemektedir. Bu durum da anlamın, içkin bir yapıya sahip olduğunu ortaya koymaktadır. Göstergebilimde önemli olan içkin durumda bulunan anlamın yorumlanıp değerlendirilerek ortaya konmasıdır. Böylelikle anlamlandırma dediğimiz kavram ortaya çıkmaktadır. Göstergebilim anlamdan ziyade anlamlandırmayı inceleyen bir bilim dalıdır. Anlam tek olmakla birlikte anlamlandırma değişim göstermekte ve böylece ortaya farklı anlamlandırma biçimleri çıkmaktadır. Göstergebilim çalışmaları zaman içerisinde ortaya çıkmakla birlikte Fransız Göstergebilim Okulu ve Charles Sanders Peirce etrafında şekillenmiştir. Fransız Göstergebilim Okulu, Algirdas Julien Greimas etrafında şekillenirken, Amerikan Ekolü olarak adlandırabileceğimiz yönelim ise Peirce’nin ortaya koyduğu yaklaşım temelli şekillenmiştir. Her ne kadar Greimas ekolünde felsefe önemli bir yer tutsa da Peirce ekolünde felsefe, mantık ve matematik temelde yer almaktadır. Bu durum iki yaklaşım arasındaki farkı da ortaya koymaktadır. Greimas yaklaşımı metinlere ve diğer çalışma alanlarına kolaylıkla uygulanabilirken Peirce’nin yaklaşımı sahip olduğu temeller ve bakış açısı nedeniyle daha kısıtlı bir inceleme ve çalışma alanı sunmaktadır. Bu çalışmada ele alınan Rembrandt Harmenszoon van Rijn’in Dr. Nicolaes Tulp’un Anatomi Dersi adlı tablosu Peirce’nin göstergebilim yaklaşımından yola çıkılarak çözümlenmeye çalışılmıştır. Çözümleme süreci üçlüklere dayandırılarak ve her bir üçlük ayrı ayrı başlıklarda ele alınarak gerçekleştirilmiştir. Bu çalışmanın diğer alan çalışmalarından farkı Peirce’nin tüm gösterge üçlüklerini ele alıp incelemesidir. Böylelikle bir sanat eseri Peirce’nin üçlüklerinden faydalanılarak mantıksal ve göstergebilimsel olarak çözümlenmiştir.

Impact of Integrating Videos and Animations on Conceptual Understanding of Cardiovascular Anatomy and Physiology. A Case of Applied Science and Technology First-year Students at Mukuba University

The problem of difficulties in conceptual understanding of certain topics in Biology has pervaded all levels of education including universities. This study investigated the impact of integrating videos and animations in Applied Human Anatomy and Physiology (BIO 102) lessons on students’ conceptual understanding of the Cardiovascular Anatomy and Physiology. The study was an action research conducted by the practitioners to improve practice and the quality of learning. First-year students in the School of Applied Science and Technology taking BIO 102 constituted the target population. The total sample size was 42; 40 females and 2 males. The research design was quasi-experimental, specifically the randomized subjects, pretest-posttest control group design. Purposive sampling was used to select students of interest to the study while subjects were randomly assigned to the control and experimental groups. Data collection was done using a Biology Achievement test and a Likert-type Attitude questionnaire. Descriptive statistics (Means and standard deviations) were used to analyze the data while the independent samples t-test was used to test for any statistically significant difference in the average Achievement in the two groups before and after the experiment. The findings from this study indicate that there is a statistically significant difference in the average Achievement of students’ when videos and animations are integrated into the lectures and when they are not. The independent samples t-test in the post-test was significant with t, (39) = 12.708, P> 0.05. It can, therefore, be concluded that integrating videos and animations in Physiology and Anatomy lessons significantly improves conceptual understanding.

Between the inkwell and the scalpel: Italian literary transfigurations in medicine and anatomy from the 19th to the 21st century

Arrigo Boito, author of Lezione di anatomia ( Anatomy Lesson), was able to sum up the deepest cultural theme of the 19th century in Italy using one single verse (‘Son luce e ombra’). Notably, the development of the dialogue between natural sciences, literature, anatomy and art illuminates the mixture of sincere admiration and fear felt by writers and poets like Igino Ugo Tarchetti, Emilio Praga and Carlo Dossi. The mood of Positivism, which could be found even in Fine Arts Academies, was the perfect backdrop and the very root of many ‘clinical details’ in the first examples of Italian mass literature. Dossi portrayed in Note azzurre his friend Paolo Gorini, a scientist and anatomical preparator. Thus, Gorini becomes a literary character, presumably being also the inspiration for the identification of peculiar death aesthetics and for other similar characters. Efisio Marini, another Italian scientist, almost coeval with Gorini, shared with him similar interests and practices. Marini, who died in Naples in 1900, used to petrify corpses for anatomical museums; he is the main character of a series of five historical and noir novels written through the first decade of the 21st century by the Sardinian author Giorgio Todde, establishing a link between the 19th and 21st centuries.

Daily medical education for confined students during coronavirus disease 2019 pandemic: A simple videoconference solution.

The outbreak of coronavirus disease 2019 caused by severe acute respiratory syndrome coronavirus 2 infection has recently spread globally and is now a pandemic. As a result, university hospitals have had to take unprecedented measures of containment, including asking nonessential staff to stay at home. Medical students practicing in the surgical departments find themselves idle, as nonurgent surgical activity has been canceled, until further notice. Likewise, universities are closed and medical training for students is likely to suffer if teachers do not implement urgent measures to provide continuing education. Thus, we sought to set up a daily medical education procedure for surgical students confined to their homes. We report a simple and free teaching method intended to compensate for the disappearance of daily lessons performed in the surgery department using the Google Hangouts application. This video conference method can be applied to clinical as well as anatomy lessons.

Art & anatomy: an everlasting relationship creating new insights in teaching surface anatomy.

This article was migrated. The article was marked as recommended. The purpose of this study is to briefly present the unique relationship between art and anatomy and propose the use of art in teaching surface anatomy, evaluating its effectiveness through a randomized control study. The use of art paintings in teaching surface anatomy to undergraduate medical students was investigated. In the "Surface Anatomy" student selected component (SSC), art paintings instead of classic anatomical images were used as an intervention (art group, n=30; control group, n=15) during six hours of revision lectures. Perceptions of students and impact of art paintings on performance were investigated. The vast majority of students considered the use of art paintings as an interesting approach, which made lectures more interesting and improved understanding. No impact on performance was observed since mean examination scores did not differ significantly (Control group:73.9±9.4; Art group:78.8±8.6, p=0.10). Students also stated that the use of art paintings moderately improved their level of art knowledge and proposed a visit to a museum for a live anatomy lesson using paintings and sculptures. In conclusion, the use for art paintings in teaching and learning surface anatomy is highly appreciated by students, seems to improve understanding and makes the educational process more interesting. It should be furtherly investigated to be considered for inclusion in future curricula.

Od narcystycznej identyfikacji do zdystansowanej uważności: refokalizacja w apokryficznych ekfrazach i ekfrastycznych apokryfach Rembrandtowskiej Lekcji anatomii doktora Tulpa

The paper presents the strategy of refocalization in apocryphal ekphrases and ekphrastic apocrypha, and more specifically, the shift from the perspective that dominates the original painting into the perspective and narrative that are valid in the literary text(s) inspired by this painting. The precise subject of this study are works related to Rembrandt’s The Anatomy Lesson of Dr. Nicolaes Tulp – Jacek Dehnel’s Po wyjściu malarza, Jacek Kaczmarski’s Lekcja anatomii (według Rembrandta), Nina Siegal’s Anatomy Lesson and a fragment of W.G. Seblad’s novel The Rings of Saturn.

"Parabaza" u Času anatomije Danila Kiša

The research focus of this paper is the chapter Parabasis of the polemical book The Anatomy Lesson by Danilo Kis. The author aims to draw a parallel with the genealogical characteristics of the parabasis in ancient comedy to explain its function in The Anatomy Lesson and to examine the veracity of Kis's self-interpretation, and thus the justification of his creative self-consciousness.

Esejistički izbori Danila Kiša

Evaluation of the essayistic opus of Danilo Kiš and his authorial choices, if we exclude one scientific paper by R. Ivanović, dedicated to the book Po-ethics, has not been the subject of a serious discussion so far, although the critics mostly agreed that he is a world writer. The subject of interest of this paper are the selections of essay texts that Kiš published during his lifetime in the books Po-ethics (1972), Po-ethics, book two (1974) and Homo poeticus (1983). The research focus is on the composition and structure of books - criteria for the selection and arrangement of texts, the logic of their content, the level of authorial self-criticism and representativeness. When making a judgment about the objectivity of Kiš as the compiler of these selections, essays that for various reasons remained outside the covers of the mentioned books are also taken into consideration - their literary-aesthetic, cognitive, cultural and autopoetic value. The composition of the book Anatomy Lesson, although in the genealogical sense it is a book-essay, deserves a special study, and therefore is not the subject of analysis of this paper.

Evolution of Attention During A Teaching Lesson of “Anatomy” in Physical Education Degree’ Students: The Time of Day Effect

: The aim of the present study was to examine the evolution of the attention during a lesson of teaching anatomy of the humerus in physical education degree’ students (PES). Sixty-one students (32 males and 29 females), registered in the 1st year PES in the High Institute of Sport and Physical Education of Sfax (University of Sfax, Tunisia) voluntarily participated in the present study. They performed the digit cancellation test at the beginning and at the end of a 90 min teaching session of anatomy at two time-of-day: between 08h00 and 09h30 and between 15h30 and 17h00. The results showed that there is no difference between the males and females groups for the attention (P > 0.05). However, the present study showed that the attention decreased at the end compared to the beginning of the teaching session (P < 0.05). Also, the attention was significantly better in the morning compared to the afternoon hours (P < 0.05). For PES, anatomy requires good attention capacities and the scheduling of these lessons in the morning is better than the afternoon hours.

Establishment of conservation character and metacognition capability’s students through plant anatomy lesson with JAS (neighborhood exploration) approach

This study aims to test the effectiveness of JAS (Neighborhood Exploration) approach to shaping the character of conservation and metacognition ability in the students so that it can realize UNNES vision as a conservation university. Metacognition ability is very important because it determines the success of learning. Conservation characters include eight (8) values that are, inspiration, humanist, care, innovative, creative, sportive, honest and fair. The formation of conservation character in the students, besides done through the subject of Conservation Education, can also be implemented through the course of Plant Anatomy. This research is quantitative descriptive. The study was conducted in the even semester of 2017-2018. The population is even semester student of Biology Education program. Determination of sample taken by cluster random sampling obtained a sample of student semester four (4). The lessons were held for 4 meetings. At the end of each course, the students are asked to fill out a questionnaire about their attitude, and metacognition ability, to know the progress. Data were analysed descriptively. The results showed that of the three meetings, students’ metacognitive abilities increased. Developed attitudes are religious, honest, responsible, care, innovative and sportive. Conclusion, lecture Plant Anatomy with JAS approach effective to form conservation character and developability of student metacognition.